Guidance 20and 20counselling 130920011236 Phpapp01

GUIDANCE AND COUNSELLING

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INTRODUCTION

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Guidance & counselling are twin concepts & have

emerged as essential elements of every educational

activity.

Guidance & counselling are not synonymous term.

Counselling is a part of guidance.

Guidance, in educational context, means to indicate, point

out, show the way, lead out & direct.

Counselling is a specialized service of guidance. It is the

process of helping individuals learn more about

themselves & their present & possible future situations to

make a substantial contribution to the society.

DEFINITION OF GUIDANCE


Guidance is an assistance made available by a competent

counselor to an individual of any age to help him direct

his own life, develop his own point of view, make his own

decision & carry his own burden.

- Hamrin & Erikson

Guidance is a process of helping every individual, through

his own effort to discover & develop his potentialities

for his personal happiness & social usefulness.

- Ruth Strang

DEFINITION OF COUNSELLING


Counseling is essentially a process in which the

counselor assists the counselee to make

interpretations of facts relating to a choice, plan or

adjustment which he needs to make.

- Glenn F. Smith

Counseling is a series of direct contacts with the

individual which aims to offer him assistance in

changing his attitude & behaviors.

- Carl Rogers

DIFFERENCE BETWEEN GUIDANCE AND

COUNSELLING


GUIDANCE COUNSELLING

Guidance is broader &

comprehensive

Counselling is in-depth &

narrow

Guidance is more external,

helps a person understand

alternative solutions available

to him & makes him

understand his personality &

choose the right solution.

Counselling helps people

understand themselves & is an

inward analysis. Alternative

solutions are proposed to

help understand the problem

at hand.

Guidance is mainly preventive

& developmental

Counselling is remedial as well

as preventive & developmental

DIFFERENCE BETWEEN GUIDANCE AND

COUNSELLING


GUIDANCE COUNSELLING

Intellectual attitudes are the

raw material of guidance

Emotional rather than pure

intellectual attitude are raw

material of the counselling

process.

Decision making is operable

at an intellectual level in

guidance

Counselling operates at an

emotional level

Guidance is generally

education & career related &

may also be for personal

problems

Counselling is mostly offered

for personal & social issues.

PURPOSES OF GUIDANCE AND COUNSELLING


• Providing the needed information & assistance

• Helping in individual to make wise choices

• Improve the understanding of self

• Facilitate the adjustment

• Helps in adapting to the changes or new environment

• Making self-sufficient & independent

PURPOSES OF GUIDANCE AND COUNSELLING


• Efficient use of capabilities & talent

• Promote the optimal personal & professional development

• Balanced physical, psychological, emotional, social & spiritual growth

• Helps in overall development & to live productive life

Other functions of guidance and

counselling…


To provide optimum development & well-being for

individual.

To help individuals adjust to themselves & the society.

To help people understand themselves in relation to the

world.

To aid individuals in efficient decision making.

To help individuals plan for a productive life in their

social context by focusing on their assets, skills, strengths

& possibilities for further development.

To bring about changes in the attitude & behavior of

individuals.

CHARACTERISTICS OF GUIDANCE


It is process

It is a continuous process

Choice & problem points are the distinctive

concerns of guidance

It is the assistance to the individual in the process

of development rather than a direction of that

development

Guidance is a service meant for all

Guidance is both generalized & a specialized

service

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Guidance is an organized service & not an

incidental activity of the school.

Guidance is not a branch of any discipline

Guidance bas limits

Guidance is more an art than science

Guidance bas its roots in the education system

Guidance is centered around the needs &

aspirations of students.

CHARACTERISTS OF COUNSELLING


Counselling involves two individuals-one seeking help &

the other a professionally trained person who can help

the first.

There should be a relationship of mutual respect

between the two individuals.

Counselling is aimed at bringing about desired changes in

the individual for self-realisation & providing assistance

to solve problems through an intimate personal

relationship.

The counselor discovers the problems of the counselee

& help him to set up realistic goals

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If counselee is a student, counselling helps him to take a decision, make a choice or find a direction in matters related to an educational programme or career.

It helps the counselee acquire independence & develop a sense of responsibility.

It is more than advice giving.

It involves something more than offering an assistance to find a solution to an immediate problems.

Counselling is democratic.

Counselling concerns itself with attitudes as well as actions

Counselling is centered around the needs & aspirations of students

SCOPE OF GUIDANCE AND COUNSELLING


Guidance & counselling for personal needs/problems

Guidance & counselling for physical, emotional, social,

moral & marital problems

Guidance & counselling for career advancement

Guidance & counselling for educational needs/problems

Guidance & counselling for vocational, occupational &

professional needs

Guidance & counselling for holistic individual development

Guidance & counselling for situational problems

NEED OF GUIDANCE AND COUNSELLING


I. Need s for personal & social domain

Personal & social development of individual

To adapt in different stages of development

Offering art of better living

Proper use of leisure time

Holistic personality development

Best use of available opportunities

Motivates for effective utilization & development

of self

NEED OF GUIDANCE AND COUNSELLING


II. Needs for educational/professional domain

Helps in academic growth & development

Helps in vocational & professional maturity

Facilitates an individual in the right education & profession

Offer help to handle educational & professional situations

Helps in the proper utilization of human resources

Helps in adapting to the changing concept of education

Prepares to adapt in changing professional situations &

emerging challenges

Helps in making proper career choice

Helps to minimize indiscipline

Need of Guidance and Counselling in

Nursing Education…


To help students adjusting with the new environment of the

nursing institute.

To help in developing qualities required for a successful for a

nursing practice.

To help students in getting adjusted with the clinical

environment.

To help students keeping in touch with the latest trends in

nursing

To help students in developing positive learning habits,

especially skill learning

To help in the development of appropriate coping straggles in

order to deal with stress in a productive manner

Need of Guidance and Counselling in

Nursing Education…


To help nursing students in establishing proper identity.

To help them to develop a positive attitude towards life.

To help to overcome periods of turmoil & confusion.

To help students in developing their leadership qualities.

To motivate them for taking membership in professional organizations after competing their studies.

Helps them to make advantages of technological advancement in a patient care.

Helps them to readiness for changes & face challenges

To carryout responsibilities as a health team member

Helps them to proper selection of career

Motivate them for higher studies.

FUNCTIONS OF GUIDANCE AND

COUNSELLLING


Adjustmental

OrientationDevelopmental

PRINCIPLES OF GUIDANCE


According to Crow and Crow:

All-round development of individuals

Principles of individual differences

Guidance is related to every aspect of life

Cooperating among persons

Guidance is a continuous & lifelong process

Guidance for all

Principles of elaboration

Responsibility of teachers & parents

Flexibility

Principles of evaluation

Guidance by a trained person

Principle of periodic appraisal

PRINCIPLES OF GUIDANCE

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According to Hollies and Hollies:

The dignity of the individual is supreme.

Each individual is different from every other individual.

The primary concern of guidance is the individual, in his social

setting.

The attitude & personal perceptions of the individual are the basis

on which he acts.

The individual generally acts to enhance his perceived self.

The individual has the innate ability to learn.

the individual needs a continuous guidance process from early

childhood through adulthood.

Each individual may need the information & personalized assistance

given by competent professional personnel at some time.

TYPES/AREAS OF GUIDANCE SERVICES


Types of

Guidance

Services

Personal

guidance

Educationa

l guidance

Social

guidance

Vocational

guidance

Health

guidance

Avocational

guidance

ORGANIZATION OF COUNSELLING

SERVICES


Types or forms of the organization of counselling services in

educational institutions are:

1. Centralization counselling services:

(The entire responsibilities of the guidance

& counselling services is vested upon a

group of trained personnel of the

department of guidance & counselling

services )

II. Decentralization counselling services:

(The responsibilities of the counselling

services is vested upon teachers

III. Combination of centralized &

decentralized counselling services:

(In this mixed form, guidance & counselling

services are provided by teachers &

expert collectively.)

Purposes of organization counselling

services…


To help individuals with normal development problems.

To help individuals through a temporary crisis during the

different stages of life.

To identify signs of disturbed behavior at early stage, so

manage it.

To refer critical cases to specialists for best possible

management.

To facilitate communication within & between nursing

institutions & homes.

To support not only the tutors/nursing faculty who are helping

individuals but also who themselves want guidance &

reassurance at times.

Ingredients of guidance and counseling

services…


1. The Admission Service

(Admitting the right candidates

for the right course,

selecting those candidates

most likely)

2. The Orientation Service

(A “welcome service” as it is

concerned with welcoming

fresher's to the world of

nursing )

4. The Information Service

(Information provide usually

related to Education,

occupational & personal-

social )

3. The Student Information

Service

(Assist the student to obtain a

realistic picture of his

abilities, interests, personality

characteristics , achievements,

levels of aspiration , state of

health, etc.)


services…


5. The Counselling Service

(understand what he can do &

what he should do, handle

his difficulties in a rational

way, make his own decision,

etc.)

6. The Placement Service

(Help students to be in proper

scholastic track, to realize

their career expectations,

organize campus selection

interviews, provide

information regarding

current trends, etc. )

8. The follow-up Service

(it is that review or systematic

evaluation which is carried

out to find out whether

guidance services in

particular & educational

programme in general

satisfies the needs of the

students. )

7. The Remedial Service

(it is mainly oriented towards

helping students to

improve their study habits,

improve their adjustment

in the clinical area,

reducing stress, etc.)


services…


9. The Research Service

(It is intended to examine both

the personnel in the college

guidance programme & the

techniques of guidance used

by them so as to discover

their strong & weak points

& ultimately strengthen the

whole programme .)

10. The Evaluation Service

(it determines the effectiveness

& efficiency of the guidance

programme, less number of

dropouts, harmonious

relationship between

teachers & students, good

result, well placed passed

out students, sense of

security, etc. )

Basic components of Counselling

services…


Organizational set-up

Counselling centre

Counselling committee

Tools for counselling

services

Requirement of

counselling services

Organizational set-up…


At universities:

Deans are assisted by

head of departments of

psychology & education,

the guidance committee

& counselling officer.

For constituent colleges:

A counselling officer assisted by

the guidance committee in

cooperation with the deputy

chief & academic advisor can

plan according to their needs &

number of students. (<1000

students need a liaison officer

while >1000 students need an

assistant counselling officer .)

For affiliated colleges:

A counselling officer assisted by the guidance committee & a vocational

guidance officer are needed for > 1000 students while a liaison officer

only can manage the counselling services for <1000 students

Counselling centre…

All universities & large colleges should have a counselling

centre headed by a trained professional, i.e, a counselling

officer with PhD or a master’s degree in psychology &

counselling, with considerable experience. It perform

following functions:


Selection, registration &

orientation of students

Educational & vocational

counselling

Personal adjustment

counselling

Physical & psychological

services

Remedial services

Residence & food

services

Activities programme

Counselling committee…


The guidance committee serves the following purposes:

• It establishes & maintains policies related to guidance &

counselling services.

• It articulates the programme between the institution & the

community.

• It act in a planning capacity to ensure that the various

functions of guidance are properly coordinated.

• It helps to clarify particular roles & offers support when these

roles are challenged.

• It serves as a source of ideas & recommendations to be

submitted to appropriate bodies.

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Members of the counseling committee:

Administrator

principal/Dean

Counselling/Liaison officer

Deputy chief of counselling section

Counselling personnel/ Counselor

Vocational guidance officer

Teacher/Faculty from different department/ Specialties

Hostel warden/ Librarian

Students representatives

Parents

Tools for counselling services…


I. Nontesting tools II. Psychological tests



I. Nontesting tools

Interview

It is an interaction

between the counsellor &

counselee with a definite

objective in mind

Observation

It is careful watching or

monitoring of the

counselee by the

counsellor with a specific

objective in mind

Anecdotal record

It consists of recording

an important incident

that happened & is a

carefully recorded

snapshot of the incident

Cumulative record

It is a method of recording

& providing meaningful,

significant & comprehensive

information about an

individual, over a year.

Checklist

A is used to identify the

presence or absence of

specific attributes or

skills of a particular

expected behavior in

students.

Rating Scale

It is better tools to

assess the degree or

extent of the

performance of a

particular task or the

possession of a trait.

Sociometry

It is used to measure sociability or the social

distance between students or members of a

group

Autobiography & diary

It may also provide useful

information about students.



II. Psychological tests

Personality

testsEg; The Rorschach &

The Minnesota

Aptitude testsEg; Specialize aptitude

test & General aptitude

test

Achievement

testsEg; Cooperative

test, College Board

series, English

reading test

Interest

inventory testsEg; Blank and Kuder

preference inventory

Study habit

inventory testsEg; The Brown-

Holtzman survey of

study habit

Specific requirements for the organization

of counselling services…


Presence of physical facilities, i.e. rooms, furniture &

other equipment needed for the guidance & counselling

department.

Provide of private officers as well as general counselling

rooms.

Trained counsellor & guidance personnel

Planned programmes to meet objectives

Consultation services

Evaluation instruments like psychological tests,

inventories, etc.

Specific requirements for the

organization of counselling services…


Student data bank

Educational & vocational information services

Programmes for integrating community

services with guidance services

Educational programmes for teachers,

counselors & other personnel to provide

knowledge of current trends in guidance

Budgetary provisions

TYPES OF COUNSELLING APPROACHES


Directive counselling approach

Nondirective counselling approach

Electiccounselling approach

I. Directive Counselling Approach


It is also known as prescriptive counselling or counsellor-centred

approach of counselling.

This approach of counselling is advocated by E.G. Williamson,

a professor at University of Minnesota.

In directive counselling, the counsellor plays a leading role &

uses a variety of techniques to suggest appropriate solutions

to the counselee's problem.

This approach also known as authoritarian or psychoanalytic

approach.

The counsellor is active & help individuals in making decisions

& finding solution to their problems.

The counsellor believes in the limited capacity of the patient.


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The patient makes the decision but the counsellor does all he

can to get the patient make decision keeping with his diagnosis.

The counsellor tries to direct the patient’s thinking by informing,

explaining, interpreting & advising.

The basic assumptions related to directive counselling approach:

A need-

based

approach

Problem

focused

rather

than

patient

focused

approach

Used for

patients

incapable

of solving

their

problems

Task of a

competent

counsellor

Making the

best

possible use

of

counselee's

intellectual

abilities &

resources


Steps of the directive counselling approach

E.G. Williamson has given the following six steps in providing

directive counselling


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Advantages of the directive counselling approach

This approach save time.

It emphasizes the problem & not the individual. The

counsellor can see the patient more objectively than the

patient himself.

It lays more emphasis on the intellectual rather than the

emotional aspects of an individual’s personality.

The methods used in directive counselling are direct,

persuasive & explanatory.


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Limitations of the directive counselling approach

The patient does not gain any liability for self analysis or

solve new problems of adjustment by counselling.

It makes the counselee overdependent on the counsellor.

Problems regarding emotional maladjustment may be

better solved by nondirective counselling.

Sometimes the counselee lacks information regarding the

counselee, leads wrong counselling.

It does not guarantee that the counselee will able to

solve the same problem on his own in future.


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II. Nondirective Counselling Approach


The chief exponent of this counselling approach, Carp R.

It is also known as the permissive counselling approach

where the counselor's role is passive & the counselee’s

role is active.

It is a counselee-centred or patient-centred humanistic

approach.

The counselee makes the final decisions as individuals are

thoughts to have full right to make final decisions for the

self & solve their problems.

The counsellor has to accept the counselee’s capacity to

make adjustment & adapt.


The principles of acceptance & tolerance are extremely

important in this approach.

The basic assumptions related to nondirective counselling approach

are:

Patient is given importance than the counselling directions &

investigations

Emotional aspects are more significant than intellectual aspects.

Creation of an atmosphere where patients can work out their

understanding is more important than cultivating self-

understanding in the patient.

Counselling leads to a voluntary choice of goals & a conscious

selection of courses of action.


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Steps of the nondirective counselling approach

Carp R. Rogers given five steps in nondirective counselling:


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Defining the problem situation

Counselee given freedom to express

his feeling

Termination of counselling


Advantages of nondirective counselling approach

It is a slow but sure process to make an individual

capable of making adjustments.

No tests are used so one avoids all that is laborious &

difficult .

It removes emotional block & helps an individual bring

repressed thoughts on a conscious level thereby

reducing tension.


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Limitations of nondirective counselling approach

It is a slow & time-consuming process.

One cannot rely upon one’s resources, judgment & wisdom as

the patient is immature in making the decision himself.

It depends too much on the ability & initiative of the patient.

Sometime difficulty to control pace of the interview

discussion.

This approach is individual centric, it may not possible for

counsellor to attend every patient equally well.

It require high degree of motivation in the patient.


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III. Eclectic Counselling Approach


This approach is based on the fact that all individuals are

different from one another.

The techniques are elective in nature because they have been

derived from all sources of counselling.

This approach is based on selecting the best & leaving out

what is least required.

The basic assumption related to eclectic counselling approach:

There is objectivity & co-ordination between counsellor &

the patient during the counselling experience.

The patient is active & the counsellor remains passive in the

beginning.


The principle of low expenditure is adopted.

The counsellor makes use of all the tools & methods

in his armour.

The counsellor enjoys the freedom to resort to

directive & nondirective counselling methods.

The counselling relationship is built during the

counselling interview. This helps the patient gain

reassurance & confidence.


count…


Steps of the eclectic counselling approach


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Establishing rapport

Diagnosis the problem

Analyzing the case

Preparing a tentative plan for modifying

behavior

Counselling

Follow-up


Advantages of eclectic counselling approach

It is more cost effective & practical approach.

It is a more flexible approach of counselling.

It is more objective & coordinated approach of counselling.

Limitations of eclectic counselling approach

The role of counsellor & the counselee are not

predetermined.

It requires more skilled counselors to handle the dynamic

feature of this counselling approach.


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IV. Other types of counselling


A) Based on length of the counselling session:

B) Based on number of counselees involved:

• Short-term counselling

• Long-term counselling

• Individual counselling

• Group counselling



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C) Counselling for educational & professional purposes:

Student counselling

Educational counselling

Vocational counselling

Career counselling

Placement counselling


D) Counselling for health-related purposes:

E) Counselling for personal/social purposes:


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Psychotherapeutic counselling

Crisis counselling

Health counselling

Genetic counselling

Personal counselling

Marriage counselling

Motivational counselling

Developmental counselling

ROLE OF THE COUNSELLOR


Arrange orientation programmes for the other support staff to enlist their cooperation.

Prepare an up-to-date list of resources, information, referral & energy available to him.

Organize the guidance committee.

Set up an educational & occupational information centre.

Display the information collected in an attractive way.

Disseminate information through educational & career talks, group discussion & so on.

Arrange talks by expert from different fields.

Organize career days, career weeks, career conferences, parents day & so on.

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Educate students regarding proper study habits & assist them in their development.

Arrange individual discussion with students & their parents for giving them educational & occupational information.

Arrange visits to place of work like industries, business, establishments, offices, higher education institutions & other important educational places.

Maintain an active relationship with schools, colleges, universities.

Maintain an active liaison with club like Lions Club & Rotary Club.

Refer serious mental cases to clinical psychologist or psychiatrists.

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Maintain complete secrecy of the discussion

between him & the patient.

Administer psychological tests.

Provide counselling services to students.

Help in the student placements.

Take up research projecting relating to the fields of

educational, vocational, personal & social guidance in

colleges.

Qualities of a Good Counsellor…


G – Good technical

knowledge

O – Obtaining

appropriate

information from the

patient

O – Objectively

answering questions

D – Demonstrating

professionalism

C – Confidentiality maintenance

O – Observant

U – Unbiased

N – Nonjudgmental

S – Sensitive to the needs of the patient

E – Empathetic

L – Listens carefully

L – Lets the patient make decisions

O – Open minded

R – Respects the rights of the patients

PREPARATION OF COUNSELLOR


Components of preparation of counsellor:

Educational Background

(master’s or bachelor’s degree

in teaching & education with

training in behavioral science )

Experience

(at least 2years of counselling

experience, 3-6 months of

supervised counselling

experiences)

Personal fitness

& attributes

(should show

positive interest

in working with

others)

Characteristics or qualities of counsellor…


Personal characteristics:

Should be imbibed with basic human qualities.

Should be a person with cultural values & awareness.

Should have a deep interest in helping people.

Should patiently listen to others

Should be sensitive to other’s attitude & reactions

Should have a capability for being trusted by others.

Should have respect for the personal autonomy of the

patients.

Should be tolerate of & accept the patient point of view.

Characteristics or qualities of counsellor…


Interpersonal relationships:

Friendly nature

Sympathetic understanding

Sincerity

Tactfulness

Patience

Ability to maintain confidentiality

Attentive listener

Show concern

Scholastic potentialities:

Relevant knowledge

Motivated & committed

Aware of policies, beliefs, misconception & rumors in community

Possess common sense

Good judgment

Personal adjustment:

Maintain emotional stability

Emotionally sound & healthy

Able to accept criticism

Knowledge of self

Patience

Characteristics or qualities of

counsellor…


Health & personal

appearance:

Pleasing voice &

appearance

Vitality & endurance

Free from any

mannerism

Leadership skills:

Ability to stimulate

Reinforce important

information

Direct the counselee

to ways to solve the

problem

Philosophy of

life:

Good

character

Integrated

personality

Faith in human

values Professional dedication:

Show enthusiasm

Maintain helping relationship

Have a nice sense of morality

COUNSELLING PROCESS


Phase I

Establishing relationship

Phase II

Assessment

Phase III

Setting goals

Phase I V

intervention

Phase V

Termination & follow-up

Phase I: Establishing relationship


It is an ice breaking session during which the

counsellor & counselee introduce each other &

establish a primary rapport.

Good rapport building provides the respect, trust &

sense of psychological comfort to the counsellor-

counselee relationship for progression to the

counselling process.

Strategies to establish an effective relationship:

o Introduce yourself

o Being the phase with adequate social skills

o Always address the individual by his or her name

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o Ensure physical comfort of the counselee & self.

o Do not interrupt the individual when he/she is

talking.

o Listen attentively.

o Observe nonverbal communication.

Phase II: assessment


The second phase of counselling is basically a data collection

phase, where the counsellor motivates the counselee to

provide complete information about the problem.

The type of information collected from counselee like general

data, physical data, psychological data, social/environmental data,

achievement data, educational & vocational data.

After the collection of information, diagnosis related to the

counselee’s behavior is made.

Various tools & techniques used for data collection like

intelligence tests, achievement tests, aptitude tests, interest

tests, personality tests, questionnaires, interview, observation,

autobiography, anecdotal records, rating scale, cumulative

record & case studies.

Phase III: Setting goals


During this third phase of the counselling process, goals are

set co-operative by both the counsellor & the counselee.

While setting goals, the counselee’s strengths, weakness,

constraints & available resources must be kept under

consideration.

The goal could be immediate & ultimate which directs the

counsellor & the counselee to further progress in the

counselling process.

Effective & reliable goal setting requires following skills in

counselors:

Multifaceted knowledge related to the problem of counselee

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Ability to think critically & inference-drawing skills.

Judgment, planning & management skills

Skills to segregate &differentiate the provided

information

Ability to each individuals to think critically &

realistically

Help the counselee set feasible, reliable & achievable

goals

Phase IV: Intervention


This stage of counselling is an operational phase where

the counselee is suggested the best possible options for

the management of the present problem.

The phase is affected by the counselor's own thoughts

about the counselling process.

The intervention will depend on the approach used by

the counsellor, the problem & the individual.

The choice of intervention is a process of adaptation &

the counsellor should be prepared to change the

intervention when the selected intervention does not

work.

Phase V: Termination and follow-up


This is the final stage of the counselling process,

where counselling comes to an end.

Termination must be planned well ahead so that the

counselee may feel comfortable at the departure &

gradually able to handle the problem independently.

Some follow-up sessions may be required to help the

counselee further to handle the problem

independently.

TOOLS AND TECHNIQUES FOR THE

COUNSELLING PROCESS


There are two types of tools & techniques for the

counselling process:

Standardized tools and techniques…


Standardized tools &

techniques

Intelligence tests

Achievement test

Aptitude tests

Interest tests

Personality tests

Nonstandarized tests…


Questionnaire Anecdotal records Autobiography

Cumulative recordObservation

Interview

Sociometrictechniques

Rating scaleCase study

Information collection of information

ISSUES OF COUNSELLING IN NURSING


Scarcity of qualified & competent counselors

Lack of awareness about needs & resources of counselling

Minimal procounselling environment

Lack of counselling training for nurse/nursing faculty

Poor organizational set-up for counselling services

Lack of interest & initiatives for counselling services

Poor counsellor-counselee ratio

Lack of funds for counselling services

Noncompliance with counselling interventions

Ethical & moral Issues

MANAGING DISCIPLINARY PROBLEMS


Common disciplinary problems seen in Indian students are

Absenteeism,

Nonsubmission or late submission of assignments,

Disturbing classroom atmosphere,

Threatening strike,

Damaging or spoiling institutional property,

Picking quarrels over small matters,

Using mobiles phones in the classroom & so on.

Strategies for management of

disciplinary problems…


• Appropriate training of faculty & teachers

• Adequate practice of cocurricular & extracurricular activities

• Appropriate selection & use of disciplinary standards

• Use reward & punishment

• Promoting better teacher-student relationship

• Cultivation of ethical, moral & spiritual values

• A close teacher-parent-student contact

• Effective use og guidance & counselling programmes

MANAGEMENT OF CRISIS AND REFERRAL


A sudden, generally unanticipated event can profoundly &

negatively affect a significant segment of the institution

population & often involves serious injury or death.

Crisis events like an incidence of suicide, school bus

crashes, natural disasters or multiple injuries, deaths can

quickly escalate all over the educational institution.

Crisis must be managed promptly & skillfully to minimize

chaos, rumors & impact of the crisis on the victims &

other students.

Strategies of effective crisis management…


Policy & leadership

Crisis response team

Institution’s crisis

management plan

Communication

Training & maintenance

Crisis management planning checklist…


Check off each item as you complete it during your crisis management planning

Define crisis for your school & district.

Decide who will be in charge during crisis.

Select your crisis response team.

Develop appropriate policies & procedures for handling crisis situations.

Train the crisis response team.

Establish law enforcement, fire department & emergency management team liaisons.

Establish a media liaison & a plan for communicating with the media.

Count…


Establish a working relationship with community service

providers & develop a list of telephone numbers & contact

persons.

Set up phone number trees, which are adequately &

appropriately displayed.

Create or reserve space for service providers involved in

crisis management & for community meeting.

Develop & print forms to assist in crisis management.

Develop a plan for emergency coverage of classes.

Establish a code to alert staff.

Count…


Develop a collection of reading & sample letters to

parents.

Obtain a legal review of crisis response procedures &

forms.

Practice crisis alert periodically through the year.

Establish procedures for annual in-service of new staff &

update/review for all staff.

Periodic district wide training of all substitute staff.


Documents

Guidance 20and 20counselling 130920011236 Phpapp01